Report cards help parents/guardians and the general public see where schools and districts
are succeeding and where there is still work to do. This report card overview answers important questions about our district's performance. For the full
report card containing additional data contact the district or visit the Massachusetts Department of Elementary and Secondary Education’s website at http://profiles.doe.mass.edu. For more information about report card data, visit http://profiles.doe.mass.edu/help/data.aspx.

How is our district doing overall?

Accountability & assistance levels

Very low assessment participation (Less than 90%)

Most schools are assigned a level from 1-5, with those meeting their proficiency gap-narrowing goals in Level 1 and the lowest performing in Levels 4 and 5.
A district is typically assigned a level based on the level of its lowest performing school. Placing schools and districts into levels helps districts know which schools need more support,
and helps the state know which districts need the most assistance.
More information is available here: http://www.doe.mass.edu/accountability/

Overall progress in narrowing gaps

Massachusetts aims to reduce proficiency gaps by half between 2011 and 2017.

All students

-

High needs students

-

Economically disadvantaged

-

Students with disabilities

English language learners & former ELLs

District determination of need for special education technical assistance or intervention

Districts, including single school districts, are assigned a determination of need for special education technical assistance or intervention. These determinations, which are typically based on the district's accountability and assistance level, range from
Meets Requirements - Provisional (districts with insufficient data) to Needs Substantial Intervention (Level 5 districts). The determination, which also incorporates compliance measures, helps to identify whether the Department will require districts to take additional actions to support improved outcomes for all children, especially students with disabilities.

How does our district's achievement over time compare to the state?

Next Generation MCAS (Average Scaled Score)

English language arts - Grades 3-8

Mathematics - Grades 3-8

Not Meeting Expectations

Partially Meeting Expectations

Meeting Expectations

Exceeding Expectations

Not Meeting Expectations

Partially Meeting Expectations

Meeting Expectations

Exceeding Expectations

Legacy MCAS (CPI)

The Composite Performance Index (CPI) is a number from 1-100 that represents the extent to which all students are
progressing toward proficiency in a given subject. When all students demonstrate proficiency on MCAS and/or PARCC tests, the CPI will be 100. Our district's CPIs for 2014-2017 are below.